BDP Alignment Course Project Final

ESL/EFL Methods

Course ProjectBiography-Driven Practices Rubric

Name Segundo Casacumba Topic Ecuador Classroom Environment / Setup

Date 07/26/2015 Grade Level(s) 4th Rows w/individual desks

Content Area(s) Geography Groups w/3 to 5 desks

School or Site Lee Elementary School Age Level of Students 7 Pairs w/2 desks

Total # of Students 20

ELL Languages # ofStudents

Strategy Implemented

Spanish Active Bookmarks Mini Novela Mind MapsChinese 2 All in the Box Pic-Tac-Tell Magic Book

Other All on my Clipboard Picture This Word Drop

Consequence Wheel Pictures & Words Listen Sketch Label

DOTS Chart Relevance Scale Vocabulary Quilt

Extension Wheel Story Bag Linking Language

Foldables Three Facts & an Opinion U-C-ME

Heart Activity Thumb Challenge Other

IDEA Tri-Fold

Any other comments: we didn’t have enough time to develop the whole class as we planned at the beginning.

©Kansas State University, CIMA

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ESL/EFL Methods

In order to critically reflect upon the lesson, please use the following questions as a guide.

Opening [ACTIVATE] (5-6 sentences minimum response)

Use the following questions as a guide to formulate your answers:

What did you do at the beginning of the lesson to make connections to your students’ backgrounds/biographies and preview key vocabulary?

In order to establish the student’s background we ask a set of questions about Ecuador. To illustrate, we ask them about the language that we speak, the color of our flag, the name of our country and so on. Additionally, we ask for the students’ name and wrote their names on a piece of paper in order to identify each one of the students. All these with the objective of activate the students’ prior knowledge, academic knowledge, and fund knowledge.

How did you document this information? How was this documentation process embedded in the instructional process?

When we knew the students’ background we realize that they already know most of the vocabulary which we are going to develop for that class. So, we work based on the students’ knowledge.

Work Time [CONNECT] (5-6 sentences minimum response)

What actions did you take throughout the lesson to utilize the information gained from the pre-assessment to further promote vocabulary, comprehension, and the development of higher-order thinking skills? What intentional actions did you take DURING the lesson to facilitate comprehension and provide students with opportunities for meaningful interaction?

We already know that students have information about Ecuador because the other group have already taught them. And we refresh that leaning in the activation part. So we presented to students a series of slides on power point about Ecuador, and while, we were presenting them the slides, we were asking questions and making an interaction with students. Additionally we provide students with the opportunity for meaningful comprehension while, they made relationship with the new thing that we were presenting with some that they already knew. For instance when we discussing about the famous sport in Ecuador a student make a connection with soccer because it was his favorite sport.

Closing [AFFIRM] (5-6 sentences minimum response)

How did you use what you had learned to focus on any remaining gaps in the students’ understanding? What steps did you take to affirm what had been learned by students?

When students didn’t understand something we were capable to explain again in order to avoid remaining gaps. As exemplification, when students felt a little bit confuse when we explain the location of Ecuador we repeated again using other words with the purpose of avoid misunderstanding. In order to assess what students had been learned, we ask for students to explain in front of the class about their new knowledge about the key vocabulary learned. In some cases when students were not able to remember all then we provided them some help.

© Kansas State University, CIMA

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ESL/EFL Methods

1. Personally reflect on whether the strategy supported you to address the specific academic and linguistic needs of the students (e.g., Did it provide you with insights about students’ academic and linguistic needs? If so, how? Do you think it benefited your students? If so, in what ways? What would you change and why?).

In our case we use the Vocabulary Quilt, and I think that it was really useful to develop the academic part in students. Additionally, it allows students’ interaction and they respond perfectly using their language to express their opinions, feelings and learnings. The students were capable to acquire new knowledge about Ecuador and also expand their vocabulary because some of the words that we use were in Spanish and there were no translation. So the Vocabulary Quilt was a meaningful strategy for students.

2. As you implemented the strategy, how did it give you insights regarding the instructional processes of the students? How did it support you to promote higher-order thinking skills among students? Give specific examples. (If it did not support you in these ways, what would you do differently to promote higher-order thinking skills?)

The Vocabulary Quilt allows the teacher an overview of the student’s leanings because it the teacher is capable to recognize when a student is working and how engage the student are. Additionally with this strategy the teacher provokes students’ critical thinking because the student interacts actively making and answering questions. As example, when we were talking about the animal that we could found in the different regions of Ecuador, some of the students start to make a relationship with the animals in the U. S. and other start to questioning about the giant turtles of the Galapagos island, that shows a clear understanding and thought-provoking.

3. How did the strategy support you to create opportunities for student-led academic conversations? (If it did not support you in this way, what would you do differently to help students develop the ability to hold academic conversations with peers?)

The Vocabulary Quilt allows teacher organize students using i+TPSI, in this way the students have the opportunities to interact each other and share their believes, thoughts, opinions, learnings and so on. Moreover the students in the class are learning new vocabulary, in fact academic vocabulary, so that it really helpful for students since they are using a high use of language and they are developing their speaking skills.


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ESL/EFL Methods

PART B DUE AUG 94. Review the Biography-Driven Practices (BDP) rubric and do the following:

1) Rate yourself on the continuum (Not-observed to Integrating) by either highlighting or typing your placement for each indicator of the five standards.

2) Choose one indicator from each of the five standards. For each of the selected indicators, give examples/evidence (2-3 examples) from your teaching to illustrate how you implemented that indicator in the classroom.

For instance, for Joint Productive Activity you might say something like:

LE: I rated myself as Enacting.During the activation phase of the DOTS Chart strategy, I allowed students to use their native language or English to record their ideas. Students worked in small groups throughout the class period and exchanged information on their individual DOTS charts to add ideas regarding the vocabulary words. Throughout the lesson, I highlighted different student examples for the class. These intentional actions helped me create a low-risk learning environment that also allowed me to formatively assess my students.

*Note: The complete BDP rubric is attached.


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ESL/EFL MethodsBiography-Driven Practices Rubric

I. Joint Productive Activity

Not Observed 0 Emerging 1 Developing 2 Enacting 3 Integrating 4

The teacher: The teacher: The teacher: The teacher:

LE A. No evidence of a respectful learning environment

A. Creates an environment that respects students as individual learners

A. Creates a culturally and linguistically respectful learning environment

A. Creates a low-risk learning environment that values diverse perspectives

A. Orchestrates conditions and situations to ensure that students collaborate as equal members in a low-risk learning community

TC B. No collaboration between teacher and students

B. Collaborates with students but no evidence of a joint product

B. Collaborates with whole class to create a joint product or students collaborate on a joint product in pairs or small groups

B. Collaboratively guides small groups of students, especially those that need higher levels of support, to create joint products

B. Collaborates with students to create joint products that integrate language and content standards

TPSI C. Students work independently of one another

C. Provides minimal opportunities for student interaction

C. Provides occasional structured opportunities for student interaction

C. Provides frequent structured opportunities for purposeful student interaction

C. Provides consistent structured opportunities for purposeful student interaction that promote development of the CLD student biography

PGD D. Pair or group students based on random grouping or student self-selection

D. Pair or group students based on one dimensions of the CLD student biography

D. Pair or group students based on two or three dimensions of the CLD student biography

D. Pair or group students based on two or three dimensions of the CLD student biography as appropriate for the task/activity

D. Pair or group students based on all four dimensions of the CLD student biography as appropriate for the task/activity

AC E. No connections between the activity and the lesson

E. Makes minimal connections between the strategy/activity and the lesson

E. Makes occasional relevant connections between the strategy/activity and the lesson

E. Frequently uses insights from the strategy/activity to make connections affirm learning, or modify instruction as needed

E. Consistently uses insights from the strategy/activity to make connections, affirm learning, and modify instruction as needed

Notes:

LE= Learning Environment TC= Teacher Collaboration TPSI= Total Group, Partner, Small Group, Individual PGD= Partner/Grouping Determination; AC= Activity Connections

Adapted from CREDE (1999) Standards for Effective Pedagogy and Learning


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II. Language & Literacy Development


The teacher provides: The teacher provides: The teacher provides: The teacher provides:

LSRW A. Instruction is dominated by teacher talk and students are passive listeners

A. Listening, speaking, reading, & writing (LSRW) activities with minimal opportunities for students’ academic language development

A. L, S, R, & W activities with occasional opportunities for students’ academic language development

A. Frequent opportunities for student expression and academic language development in activities that integrate L, S, R, & W

A. Consistent opportunities for student expression and academic language development in higher-order thinking activities that integrate L, S, R, & W

QRM B. No use of questioning (Q), rephrasing (R), or modeling (M) to assist language and literacy development

B. Minimal use of Q, R, or M to assist language and literacy development

B. Occasional use of Q, R, or M to assist language and literacy development

B. Frequent use of purposeful Q, R, and M to assist language and literacy development

B. Consistent use of purposeful Q, R, and M to assist academic language and literacy development and to build students’ capacities to pose questions about their own thinking

L1 C. No evidence of native language in environment or instruction

C. Minimal evidence of native language in environment and/or instruction

C. Occasional opportunities for students to use their native language during the lesson

C. Frequent, explicit, purposeful opportunities for students to use their native language during the lesson in ways that support academic learning

C. Consistent, systematic opportunities for students to use their native language during the lesson in ways that support academic language and literacy development

LBK D. No references to students’ prior knowledge and background experiences related to language and literacy development*

D. Minimal references to prior knowledge and background experiences related to language and literacy development*

D. Occasional references to prior knowledge and background experiences related to language and literacy development*

D. Frequent references to prior knowledge and background experiences related to academic language and literacy development*

D. Consistent use of students’ culture-bound ways of comprehending, communicating, and expressing themselves as a springboard for academic language and literacy development*

Notes:*PA = Phonemic Awareness; P = Phonics; V = Vocabulary; F = Fluency; C = Comprehension

LSRW = Listening, Speaking, Reading, Writing QRM = Questioning, Rephrasing, Modeling L1 = Native Language LBK = Background Knowledge of Language/LiteracyAdapted from CREDE (1999) Standards for Effective Pedagogy and Learning


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III. Contextualization


The teacher: The teacher: The teacher: The teacher:

BK3 A. No pre-assessment of students’ academic knowledge about the topic

A. Conducts pre-assessment of only students’ academic knowledge about the topic

A. Conducts pre-assessment of students’ funds of knowledge, prior knowledge, and academic knowledge about the topic or key content vocabulary

A. Conducts pre-assessment that provides all students the opportunity to share/document their funds of knowledge, prior knowledge, and academic knowledge about the topic or key content vocabulary

A. Conducts pre-assessment that provides all students the opportunity to share/document their funds of knowledge, prior knowledge, and academic knowledge about the topic and key content vocabulary; teacher documents students’ background knowledge for use throughout the lesson

A/CL B. Focus is solely on content delivery

B. Provides minimal opportunities for students to share with peers content-related connections to their background knowledge

B. Provides occasional opportunities for students to share with peers content-related connections to their background knowledge

B. Provides frequent opportunities for students to share/document their content-related connections to their background knowledge and purposefully listens/observes as students share/document

B. Provides consistent opportunities for students to share/document their content-related connections to their background knowledge and uses insights gleaned to highlight student assets, support academic learning, and maximize the community of learners

BIO C. New information is presented in an abstract, disconnected manner

C. Makes minimal connections between students’ sociocultural, linguistic, cognitive, and academic dimensions and new academic concepts

C. Makes occasional connections between students’ sociocultural, linguistic, cognitive, and academic dimensions and the new academic concepts

C. Makes frequent and purposeful connections between students’ individual biographies, including what was learned about their knowledge and experiences from home, community, and school, and the new academic concepts

C. Systematically makes consistent and purposeful connections between students’ individual biographies, including what was learned about their knowledge and experiences from home, community, and school, and the new academic concepts, with applications to the real world

Notes:

BK3 = Funds of Knowledge (family), Prior Knowledge (community), Academic Knowledge (school) A/CL = Assets/Community of Learners BIO = CLD Biography Connections



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IV. Challenging Activities


Teacher instruction and strategy use:

Teacher instruction and strategy use:

Teacher instruction and strategy use: Teacher instruction and strategy use:

ACOM A. No accommodations for linguistic or academic levels

A. Provides minimal accommodations based on students’ linguistic and academic levels

A. Provides occasional, structured accommodations based on students’ linguistic and academic levels

A. Provides frequent, structured accommodations based on students’ linguistic and academic levels that build upon culture-bound patterns of knowing, learning, and applying

A. Provides consistent, systematic, structured accommodations based on students’ linguistic and academic levels that build upon culture-bound patterns of knowing, learning, and applying

CO/LO B. Makes no reference to lesson objectives

B. Includes verbally stated or posted lesson objectives that reflect content standards

B. Includes verbally stated and posted content and language objectives that reflect content standards

B. Includes content and language objectives that (1) are verbally stated and posted, (2) reflect content and language standards, and (3) are revisited during the lesson

B. Includes content and language objectives that (1) are verbally stated and posted, (2) reflect content and language standards, and (3) are interwoven throughout the lesson

S/E C. Strategies/activities are not aligned to standards and do not reflect expectations

C. Includes strategies/ activities that are aligned to standards and that reflect vague expectations

C. Includes strategies/ activities that are aligned to standards and that reflect clear expectations

C. Includes challenging strategies/ activities that are aligned to standards and that reflect clear expectations

C. Includes challenging strategies/ activities that reflect skillful integration of multiple standards, clear expectations, and higher-order thinking skills

AF D. Does not consider students’ states of mind/affective filter

D. Minimally attends to students’ states of mind/affective filter

D. Occasionally monitors students’ states of mind/affective filter and adjusts instruction accordingly

D. Frequently monitors students’ states of mind/affective filter and adjusts instructional conditions accordingly

D. Consistently monitors the states of mind/affective filter of individual students and of the whole group and adjusts instructional conditions and situations accordingly

FB E. Provides no feedback on student performance

E. Provides minimal feedback on student performance

E. Provides occasional feedback on student performance to confirm/disconfirm learning

E. Provides frequent feedback on student performance to confirm/disconfirm learning and to advance student learning

E. Uses systematic formative assessment to provide consistent feedback on student performance to confirm/disconfirm learning and to advance student learning

Notes:

ACOM = Accommodations CO/LO = Content Objectives & Language Objectives S/E = Standards/Expectations AF = Affective Filter FB = Feedback (formative assessment)



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V. Instructional Conversation


With individuals and small groups of students, the teacher:




ESTK A. Lecture predominates A. Uses questioning to elicit student talk

A. Elicits student talk with questioning, listening, and rephrasing

A. Elicits student talk with questioning, listening, rephrasing, and explicit modeling of turn-taking and questioning structures

A. Elicits student talk about the content through student-led discussion and questioning

KTU B. Teacher responds in ways that validate students

B. Responds in ways that minimally promote higher-order thinking and individual connections from the known to the unknown

B. Responds in ways that occasionally promote higher-order thinking and individual connections from the known to the unknown

B. Responds in ways that frequently promote higher-order thinking and individual connections from the known to the unknown

B. Responds in ways that consistently promote higher-order thinking, elaboration of connections from the known to the unknown, and application beyond the classroom

BICS/ CALP

C. Teacher conversation is not on topic

C. Uses BICS and/or CALP to discuss the content/topic; provides minimal opportunities for academic talk among students

C. Uses CALP to discuss the content/topic and provides occasional opportunities for academic talk, including use of key content vocabulary, among students

C. Provides frequent opportunities for academic talk, including use of key content vocabulary, in which the teacher bridges between student talk and academic language

C. Facilitates consistent opportunities for student-led academic conversations using key content vocabulary

REV D. Incorporates no revoicing of students’ learning

D. Includes minimal revoicing of learning, limited to repeating students’ words

D. Includes occasional revoicing of learning, limited to repeating and/or rephrasing

D. Includes frequent revoicing of learning that challenges students to solidify or expand upon connections to the academic content and vocabulary

D. Includes consistent revoicing of learning that challenges students to solidify, expand upon, and make deeper connections to the academic content and vocabulary

SAV E. Does not invite students to articulate their views/judgments/ processes

E. Provides minimal opportunities for students to articulate their views/judgments/processes

E. Provides occasional opportunities for students to articulate their views/ judgments/processes and provide rationales

E. Provides frequent, purposeful opportunities for students to articulate their views/judgments/processes and provide rationales

E. Provides consistent, structured opportunities for students to articulate their views/judgments/processes and provide rationales

Notes:

ESTK = Eliciting Student Talk KTU = Known to Unknown BICS/CALP = Basic Interpersonal Communication Skills/Cognitive Academic Language ProficiencyREV = Revoicing SAV = Students Articulate Views



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ESL/EFL Methods

Biography-Driven Practices RubricI. Joint Productive Activity

AC: I rated myself as Enacting.In the activation face we as a teachers provide the opportunity to students to show their background knowledge. The Vocabulary Quilt strategy allow us that student’s work with their background knowledge. We can realize, they already know some of the words presented in the Vocabulary Quilt, as illustration we have the language, the flag, and so on. In that situation we make a connection by asking students about it. Another evidence to support this rate is when we identified the student’s assets and we modify instruction because we realize that they already know something about our topic. So it was easier to present the key words in the vocabulary Quilt.

II. Language & Literacy Development

QRM: I rated myself as Emerging.During the activation phase of the vocabulary Quilt strategy, I was not able to give students the total opportunity to ask question, when they tried to ask something, I just approve their questions and I was not able to answer because we don’t have enough time and I had in mind just pass as soon as possible. Additionally, Rephrasing was limited because the time became a problem, and I just try to explain everything but just one time. At this point we need to improve our teaching by giving students the same opportunities to clarify their blanks.

III. Contextualization

BK3: I rated myself as Enacting.During the connection phase of the vocabulary Quilt strategy, I take advantage of the students’ background knowledge. At this point some students use their academic knowledge about our topic, and that was because they already learned about Ecuador. So, some of them use that academic knowledge for answering some questions. Another example that supports my rate is when a student make a connection using their Funds of Knowledge, at the moment when He told us that his favorite spot was soccer as the same of Ecuadorians. In those cases we can notice that we were activating the student’s background knowledge.

IV. Challenging Activities

FB: I rated myself as Developing.During this phase of the vocabulary Quilt strategy, I try to know what the students learned by applying a formative assessment. I rate myself in Developing because I need to improve offering feedback to the students. For instance, we try to give students the opportunity to clarify and exposed that they acquired but it happened with minimal opportunities, because we hadn’t enough time. So we don’t offer a real feedback in order to clarify student’s gaps.


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ESL/EFL Methods

Biography-Driven Practices RubricOther example, which we can mention is when students wanted to express something by themselves. And we don’t give them the opportunities to clarify their misunderstandings.

V. Instructional Conversation

BICS/ CALP: I rated myself as Enacting.During this last phase of the vocabulary Quilt strategy. I give the opportunity to students to show their new knowledge using BICS and CALP. As illustration, at the end of the lesson the student were capable to use CALP to show their new vocabulary by exposing in front of their classmates. Also I can mention that in some cases the student didn’t remember specifically the word that they learned, but they used BICS to explain the meaning of the words in your own words. In those cases we could notice that they were capable to apply academic and basic vocabulary to demonstrate their learnings. That’s the reason for my rate like Enacting.


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Documents

BDP Alignment Course Project Final